scholarly journals A Novel Method for Teaching the First Instances of Simple Discrimination to Nonverbal Children with Autism in a Laboratory Environment

2008 ◽  
Vol 58 (2) ◽  
pp. 229-244 ◽  
Author(s):  
Karen M. Lionello-DeNolf ◽  
Romariz da Silva Barros ◽  
William J. McIlvane
Keyword(s):  
Children With Autism ◽  
Simple Discrimination ◽  
Laboratory Environment ◽  
Novel Method ◽  
Nonverbal Children

scholarly journals Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Samantha Drain ◽  
Paul E. Engelhardt
Keyword(s):  
Children With Autism ◽  
Picture Exchange Communication System ◽  
Intentional Communication ◽  
Communicative Acts ◽  
Form And Function ◽  
School Day ◽  
Nonverbal Children ◽  
And Function ◽  
Verbal Prompts ◽  
Typical School

We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

Language performance in siblings of nonverbal children with autism

Autism ◽  
2011 ◽  
Vol 15 (3) ◽  
pp. 341-354 ◽  
Author(s):  
Yonata Levy ◽  
Chanit Bar-Yuda
Keyword(s):  
Children With Autism ◽  
Language Performance ◽  
Nonverbal Children
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